隨著語言教學方法從傳統教師為中心的方式，轉變為學生為中心溝通式的方法，研究者不斷測試任務型導向教學對語言學習的影響。此外，臺灣預計於2030年轉型成為雙語國家，英語教師們致力於改善學生的口說能力。這項研究探討任務型導向教學對臺灣年輕第二語言英語學習者口說焦慮與口說能力的影響。本研究受測對象為38位來自北臺灣一所小學五年級的第二語言英語學習者。研究工具包括口說焦慮問卷、小學全民英檢口說測驗以及半結構性訪談。受測者先完成問卷及口說測驗的前測，接著接受10週的任務型導向教學課程。課程結束後，受測者再完成後測以了解他們口說能力的進步情形及口說焦慮是否有降低。最後，有7位自願者接受半結構性訪談並分享他們對於課程的看法。研究結果顯示受測者在修習課程後大幅提升口說能力。僅管口說焦慮沒有明顯差異，受測者指出他們非常享受任務型導向教學，因其有趣且具互動性。除此之外，部份學生提到他們十分喜歡配對及小組任務，並且認為在這個狀態下比較願意開口練習。總結來說，此研究建議任務型導向教學有助提升小學英語學習者的口說能力。

As language teaching pedagogies move from traditional teacher-centered ways to a more student-centered, communicative way, researchers have been testing out the effects of task-based language teaching (TBLT) on language learning. Moreover, English teachers in Taiwan are dedicated to improving students’ speaking skills as Taiwan set out to become a bilingual country by 2030. Thus, this study examines the effects of TBLT on speaking anxiety and speaking performance of young EFL learners in Taiwan. A total of 38 grade five EFL students from an elementary school in northern Taiwan participated in the study. Three instruments were adopted in the study, including a speaking anxiety questionnaire, a mock GEPT kids speaking test, and a semi-structured interview. The participants took pre- speaking tests and speaking anxiety questionnaires. Then, students performed information-gap tasks, picture description tasks and listening tasks in a ten-week TBLT lesson. They also made group oral presentations. After the treatment, participants completed post speaking tests and speaking anxiety questionnaires to see their improvements in speaking performance and reduction in speaking anxiety. Finally, seven participants volunteered to join the semi-structured interview to provide their thoughts on the lessons. The study results show great improvements on learners’ speaking performance after the treatment. While there is no significant difference in students’ speaking anxiety, interviewees reported that they enjoyed the TBLT lessons more because the lessons were fun and interactive. In addition, some students pointed out that they enjoyed the pair and group work and felt more comfortable speaking under this condition. With these evidences, this study suggests that the TBLT method is beneficial to improving speaking performances of Elementary EFL Learners.

Albino, G. (2017). Improving speaking fluency in a task-based language teaching approach: The case of EFL learners at PUNIV-Cazenga. Sage open, 7(2), 2158244017691077.
Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of abnormal and social psychology, 61(2), 207.
Ansari, M. S. (2015). Speaking anxiety in ESL/EFL classrooms: A holistic approach and practical study. International Journal of Education Investigation, 2(4), 38-46.
Bilingual 2030. (2020). Taiwan Ministry of Education. https://english.moe.gov.tw/cp-48-22935-e86b2-1.html
Bilsborough, K. (2013). TBL and PBL: Two learner-centred approaches. British Council. https://www.teachingenglish.org.uk/article/tbl-and-pbl-two-learner-centred-approaches
Bobojonova, Z. (2020). Effective teaching of productive language skills to the English language learners. Science and Education, 1(7), 430-435.
Brown, D. (2001). Teaching by principles. An interactive approach to Language Pedagogy.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Longman. https://books.google.com.tw/books?id=NqglAQAAIAAJ
Burden, P. (2004). The teacher as facilitator: Reducing anxiety in the EFL university classroom. JALT Hokkaido Journal, 8(1), 3-18. https://jalthokkaido.net/pluginfile.php/52/course/section/24/Burden.pdf
Bygate, M. (1987). Speaking. Oxford university press. https://books.google.com.tw/books?id=XozCwaqSJFIC&lpg=PP1&hl=zh-TW&pg=PP5#v=onepage&q&f=false
Chen, X.-W., & Hashim, H. (2022). The effect of vlogging on year 5 ESL students’ speaking performance. Creative Education, 13(02), 698-716. https://doi.org/10.4236/ce.2022.132044
Cheng, Y. s., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446.
Ellis, R. (1997). Second language acquisition. The United States: Oxford, 98.
Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International journal of applied linguistics, 19(3), 221-246.
Feiteiro, V. P. S. (2018). How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom?
GEPT Kids manual for parents and teachers. (2015). The Language Training and Testing Center. https://www.geptkids.org.tw/pdf/GEPTKids_manual.pdf
Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Hsieh, C.-N., & Wang, Y. (2019). Speaking proficiency of young language students: A discourse-analytic study. Language Testing, 36(1), 27-50. https://doi.org/10.1177/0265532217734240
Huang, H.-T. D. (2022). Investigating the influence of video-dubbing tasks on EFL learning. Language Learning & Technology, 26(1).
Introduction to GEPT Kids. (2015). The Language Training & Testing Center. https://www.geptkids.org.tw/ENHome
Jahedi, M., & Ismail, L. (2020). Factors affecting ESL students' willingness to communicate in English classroom discussions and their use of linguistic strategies. Universal Journal of Educational Research, 8(8), 3360-3370.
Khan, S. M. (2015). Influence of speech anxiety on oral communication skills among ESL/EFL learners. Advances in Language and Literary Studies, 6(6), 49-53.
Lee, J. S., Lee, K., & Chen Hsieh, J. (2022). Understanding willingness to communicate in L2 between Korean and Taiwanese students. Language Teaching Research, 26(3), 455-476.
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language learning, 41(1), 85-117.
McCroskey, J. C. (1978). Validity of the PRCA as an index of oral communication apprehension. Communications Monographs, 45(3), 192-203.
Nasri, M., Namaziandost, E., & Akbari, S. (2019). Impact of pictorial cues on speaking fluency and accuracy among Iranian pre-intermediate EFL learners. International Journal of English Language and Literature Studies, 8(3), 99-109.
Nget, S., Pansri, O., & Poohongthong, C. (2020). The effect of task-based instruction in improving the English speaking skills of ninth-graders. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 208-224.
Nunan, D. (2011). Task-based language teaching.
Ramamuruthy, V. (2019). The effects of task-based approach on speaking anxiety among ESL low proficiency diploma students. Universal Journal of Educational Research, 7(6), 1363-1375.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Rodríguez Buerba, P. (2019). A Strategy to reduce the negative effects of anxiety in EFL elementary learners’ speaking Universidad Veracruzana. Facultad de Idiomas. Región Veracruz.].
Safitri, H., Rafli, Z., & Dewanti, R. (2020). Improving students’ speaking skills through task-based learning: An action research at the English department. International Journal of Multicultural and Multireligious Understanding, 7(6). https://doi.org/10.18415/ijmmu.v7i6.1647
Scoring Rubrics for Speaking. (2006). Data Recognition Corporation. https://drcshelftraining.com/wp-content/uploads/2021/10/Scoring-Rubrics-for-Speaking-LAS-Links-Form-A-NDL.pdf
Spielberger, C. D. (1983). State-trait anxiety inventory for adults.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow, Scotland.
Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52, 62.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through instagram vlog. LLT Journal: A Journal on Language and Language Teaching, 22(1), 111-125.
Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign language annals, 23(6), 539-553.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern language journal, 75(4), 426-439. https://www.jstor.org/stable/pdf/329492.pdf?refreqid=excelsior%3A6f5cd2a886c1acc35b689a8bab82d41f&ab_segments=&origin=&initiator=&acceptTC=1
Zhang, Q., Liu, X., & Chen, Y. (2021). Enhancing EFL learners’ English speaking performance through vlog-based digital multimodal composing activities. In (pp. 92-103). Springer International Publishing. https://doi.org/10.1007/978-3-030-92836-0_9